Describe a need that you have observed in one or more of your low ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
What I have frequently observed concerning the low ability students in my class is incomplete work. They don't seem to be motivated to get the "task" done. I've seen incomplete work across the board; whether it's labs, classwork, homework or quizzes. Many of these students have IEP's and a collaborative teacher working with them. After grading my first lab, I noticed that one lab group of two only completed 1/3 of the lab, so I consulted the collaborative teacher. I showed him the lab and he agreed that neither of the two put any effort into it whatsoever, and that it should be a failing grade. He also told me that he had encouraged them to get as much done as they had. When handing back the graded work, I showed them the blank pages and told them I expected more effort than the lab showed me. I offered to let them re-do the lab during area time should they want to improve the failing grade. It was their choice. (I also told them there were others coming in during area time to make up the lab.) One of the students showed up to re-do the lab and he did remarkably better. The other student never showed.
For future labs, I won't pair these two students together. I think if each of these students is paired with a more motivated student, perhaps it will encourage more complete work. For quizzes, I consult the collaborative teacher to modify for the low ability students. (I had three different versions for a quiz today.) When it comes to homework, I check and sign the students' agendas. When I notice the work is complete, I try to write encouraging notes (hopefully they read them!) on all graded work.
Yesterday the class had a review of matter and atoms so I played the "Trash Can" game and all the students were motivated. They all wanted to "be next" for a question. I will definately use this in the future. Low, medium or high ability, all were engaged.
Describe a need that you have observed in one or more of your medium ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
With many of the medium ability students, I have observed that really want confirmation. What they need is confidence and to know that it's ok to make a mistake. They will ask me all the time (before writing an answer) "Is this right?" "Is it this or is it that?" So I will try to ask them leading questions so they will think for themselves, but they STILL keep asking in hopes of wearing me down. How many leading questions can you ask?
I think the best action is to be encouraging; right or wrong answer, I like the effort you put into it. Because I see how worried they are about making the grade, I have offered a couple of extra credit assignments (one counts as a quiz grade and another counts as a homework grade). It's more work for me, but if they are willing, so am I.
Describe a need that you have observed in one or more of your high ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
With the high ablility students, I have observed some challenging questions that are ahead of the rest of the class. I will often try to give a general answer to satisfy the question or I ask them to write it in their notebook and assure them we will be able to answer it soon. I've also observed that they need to get the "A" every time. (I've seen "the end of the world" for them when they score anything below a 100...if they get a 99, they will question me about it. They want that ONE point!)
Describe a need that you have observed in one or more of your low ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
What I have frequently observed concerning the low ability students in my class is incomplete work. They don't seem to be motivated to get the "task" done. I've seen incomplete work across the board; whether it's labs, classwork, homework or quizzes. Many of these students have IEP's and a collaborative teacher working with them. After grading my first lab, I noticed that one lab group of two only completed 1/3 of the lab, so I consulted the collaborative teacher. I showed him the lab and he agreed that neither of the two put any effort into it whatsoever, and that it should be a failing grade. He also told me that he had encouraged them to get as much done as they had. When handing back the graded work, I showed them the blank pages and told them I expected more effort than the lab showed me. I offered to let them re-do the lab during area time should they want to improve the failing grade. It was their choice. (I also told them there were others coming in during area time to make up the lab.) One of the students showed up to re-do the lab and he did remarkably better. The other student never showed.For future labs, I won't pair these two students together. I think if each of these students is paired with a more motivated student, perhaps it will encourage more complete work. For quizzes, I consult the collaborative teacher to modify for the low ability students. (I had three different versions for a quiz today.) When it comes to homework, I check and sign the students' agendas. When I notice the work is complete, I try to write encouraging notes (hopefully they read them!) on all graded work.
Yesterday the class had a review of matter and atoms so I played the "Trash Can" game and all the students were motivated. They all wanted to "be next" for a question. I will definately use this in the future. Low, medium or high ability, all were engaged.
Describe a need that you have observed in one or more of your medium ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
With many of the medium ability students, I have observed that really want confirmation. What they need is confidence and to know that it's ok to make a mistake. They will ask me all the time (before writing an answer) "Is this right?" "Is it this or is it that?" So I will try to ask them leading questions so they will think for themselves, but they STILL keep asking in hopes of wearing me down. How many leading questions can you ask?
I think the best action is to be encouraging; right or wrong answer, I like the effort you put into it. Because I see how worried they are about making the grade, I have offered a couple of extra credit assignments (one counts as a quiz grade and another counts as a homework grade). It's more work for me, but if they are willing, so am I.
Describe a need that you have observed in one or more of your high ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
With the high ablility students, I have observed some challenging questions that are ahead of the rest of the class. I will often try to give a general answer to satisfy the question or I ask them to write it in their notebook and assure them we will be able to answer it soon. I've also observed that they need to get the "A" every time. (I've seen "the end of the world" for them when they score anything below a 100...if they get a 99, they will question me about it. They want that ONE point!)